Bell-ringer (5 minutes)

Draw a Double Bubble Map that shows the factors of 24 and 40.

FactorsFactors

Thinking Skill: Compare/ContrastThinking Skill: Compare/Contrast

24 48

Opening: (15 minutes)Textbook Scavenger Hunt

1. What page does the “Table of Contents” begin?

2. What name is given to the group of students on page-xii?

3. Name 3 things the group of students will appear throughout the text for?

4. What are 2 things you will find at the beginning of each section?

5. What kind of information is at the end of each chapter?

6. What is the purpose of each process icon, seen throughout the textbook?

Process Icon(s)

Learning Goals

• Navigate the Carnegie Math Textbook

• List factor pairs of numbers.

• Key Termsarray factor pair factorCommutative

Property of Multiplication

distinct factorsperfect square

Work-Period: (10 minutes)Factors

• Whole Group Practice (Student Text) Problem 1: Kenya’s Rings #1 Draw the arrays and describe.

Closing (7 minutes)

• Talk Time Discuss the array you drew.

• Write down the homework Problem 1: Kenya’s Rings, Pages 4-8 #1b - 12

Bell-ringer (5 minutes)

Learning Goals

• List factor pairs of numbers.

• Key Terms array factor pair factor Commutative Property

of Multiplication distinct factors perfect square

Factors (15 minutes)• http://learnzillion.com/lessons/782-find-all-factor-pairs-using-a-

rainbow-factor-line

• http://learnzillion.com/lessons/785-find-all-factor-pairs-of-a-number-using-a-tchart

(7 minutes)

Work-Period (15 minutes)

• Problem 2: David’s Baseball Cards #1 – 3d (partners); #4 (whole group)

• Section 1 Complete #5

• Section 2 Complete #6

• Section 3 Complete #7

• Section 4 Complete #8

Closing (7 minutes)

• Composition Notebook: Explain in 3 sentences: What are the distinct factors of 16? Is 16 a perfect square? How do you know?

• Ticket-out-the-Door Which of the following is a factor pair of 48?

a) 2, 21

b) 3, 8

c) 4, 12

d) 5, 24

Homework

• Problem 3: Exploring Multiples; Pages-12 & 13, #1-6.

Bell-ringer (5 minutes)List the distinct factors for each whole number in order from least to greatest (start at the top of the circle map and rotate clockwise). Create a circle map with the distinct factor pairs.

14 32

Learning Goals

• Relate factors, multiples, and divisibility.

• Key Terms multiple divisible

Multiples and Divisibility (15 minutes)

• http://learnzillion.com/lessons/783-determine-all-multiples-of-a-number-using-number-bonds

• http://learnzillion.com/lessons/784-use-divisibility-rules-to-determine-if-a-number-is-a-multiple-of-2-5-or-10

• http://learnzillion.com/lessons/787-use-divisibility-rules-to-determine-if-a-number-is-a-multiple-of-2-3-or-6

• http://learnzillion.com/lessons/788-use-divisibility-rules-to-determine-if-a-number-is-a-multiple-of-4-or-7

(7 minutes)

Work-Period (15 minutes)

• Problem 3: Exploring Multiples

• Complete a Double Bubble Map to show the multiples of 3 and 4. Use the natural numbers between1 and 30.

• Talk the Talk; page – 14 #1-3

MultiplesMultiples

Thinking Skill: Compare/ContrastThinking Skill: Compare/Contrast

3 4

Closing (7 minutes)

• Talk the Talk (each section presents)

• Ticket-out-the-Door What are the common multiples of 3 and 5

between 1 and 50?

a. 3, 15, 30, and 45

b. 3, 5, 15, and 45

c. 5, 15, and 30

d. 15, 30, and 45

Homework

• Check for Students’ Understanding #1-3 (Given to you by Mrs. Barthell)